Abstract
The significance of Vygotsky's contribution to developing a general understanding of the mind of normal and abnormal children is well known. His approach, based on qualitative assessment of new formations developing in childhood, for a long time defined subsequent Soviet and Russian research and social practice in defectology (Vygotsky, 1934). In particular, up to the present the official nosology of mental retardation, the diagnostic criteria, and the selection of special educational efforts have been based on Vygotskian traditions (Dul'nev & Luria, 1960; Lubovsky, 1989).
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